Cmpt1 Group 5 (Reference)

Republic of the Philippines
Department of Education
BUREAU OF CURRICULUM DEVELOPMENT
GENERAL
SHA P ING
PAPER
3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 160 0 | Page
Telephone Nos.: (02) 8- 632- 7746; 8- 636- 5173; Email Address: [email protected]
I. RATIONALE
The Enhanced Basic Education Program or K to 12 Basic Education Program is a

response to local and global community needs and demands through its mission
to strengthen the values of the Filipino people; develop a strong sense of
nationalism; develop productive citizens who contribute to the building of a
progressive, just, and humane society; ensure environmental sustainability; and
cultivate global partnerships for development. The implementation of the K to 12
Basic Education Curriculum is considered one of the most significant educational
reforms in the country, introducing several programs and projects that all aim to
expand and improve the delivery of the Philippine basic education. Its primary
goal is to equip Filipino learners with the necessary skills and competence to
prepare them to take on the challenges of the 21 st century. It also endeavors to
make the basic education system in the Philippines on a par with international
standards by ensuring that it is appropriate, responsive, and relevant to the
learners and to national and global realities (DepEd, 2019).
As with any curricular reform, however, the K to 12 Program is not without

challenges. Results of both national and international standardized assessments
reveal no improvement in the academic performance of Filipino learners
(Schleicher, 2018; Mullis, Martin, Foy, Kelly, & Fishbein, 2020; UNICEF & SEAMEO,
2020). Moreover, the emergence of copious compelling research on the nature of
learners and the process of learning emphasizes the need for basic education
institutions to keep abreast of global future trends while addressing the changing
needs and learning challenges of children (Jorgenson, 2006). These, in turn,
prompted a reexamination and enhancement of the K to 12 curricula in order to
identify points for improvement to ultimately lift the quality of basic education.
The Department of Education, with the Assessment Curriculum and Technology
Research Centre (ACTRC), has undertaken the process of reviewing the intended
curriculum in order to verify claims about and solve existing gaps in the
document. As a result, the Shape of the MATATAG Curriculum is therefore crafted
to communicate the process behind the curriculum review and revision, and
more importantly, set the future direction and provide a basis for developing the
shaping papers for each learning area.
II. BACKGROUND
In pursuing any form of change in the basic education curriculum, it is imperative

to understand the current context and setting. Doing so will allow the
Department to recognize the existing and expected realities and, consequently,
adopt appropriate measures to realize its vision, hence making the MATATAG
Curriculum responsive and attuned to the dynamic changes that come into play
in the society.
MATATAG: Bansang Makabata, Batang Makabansa
The education agenda of the current administration is known as MATATAG:

Bansang Makabata, Batang Makabansa, which sets the new direction of the
agency and stakeholders in resolving basic education challenges.
The MATATAG Agenda has four critical components:

● MAke the curriculum relevant to produce competent and job-ready,
active, and responsible citizens;
● TAke steps to accelerate delivery of basic education facilities and
services;
● TAke good care of learners by promoting learner well-being, inclusive
education, and a positive learning environment; and ● Give support to
teachers to teach better.
Specific direction of the Department also includes improving the curriculum by

focusing on foundational skills and embedding peace competencies, building
more resilient schools and classrooms, strengthening inclusive education
programs, advocating for teachers’ additional benefits, and providing
professional development programs, among others.
The MATATAG agenda in improving access, equity, resiliency, and well-being can
be attained through the support of the various education stakeholders. This is
why education partners penned their commitments and support for the new
basic education agenda.
The Demands of the Future in an Ever-Changing World
Living in the 21st century means constant adjustment to rapidly changing

environments, which is necessary to navigate multifaceted challenges. In such a
context, learners grapple with a deluge of information resulting from
technological progress and digitization. This information overload necessitates
the development of strong information literacy skills to discern what is crucial,
credible, and useful. Additionally, although the surge in digital technology
presents an array of opportunities for innovative and personalized learning
experiences, these changes also impose a constant requirement for learners to
update their digital skills, address issues such as online privacy and
cyberbullying, and balance digital engagement with other life facets.
The changing landscape also transforms the job market, creating a growing
demand for 21st century skills such as creativity, critical thinking, collaboration,
and emotional and digital intelligence. As learners become more globally
connected, they develop cultural awareness and global citizenship skills but also
face exposure to international crises, contributing to potential anxiety. In the face
of these shifts and uncertainties, the necessity for lifelong learning, resilience,
and mental strength becomes more pronounced. The evolving world, therefore,
presents a complex mix of opportunities and challenges for learners, underlining
the crucial role of education systems in fostering supportive, adaptive learning
environments.
Therefore, an improved curriculum serves as an essential instrument for

preparing students to face future challenges by ensuring relevance through the
integration of contemporary topics and the cultivation of critical 21 st century
skills like critical thinking and digital literacy, and fosters flexibility and
adaptability. Moreover, it enhances inclusivity by teaching learners about global
citizenship and diversity, while promoting a future-oriented mindset, thereby
equipping them not just to adapt to change, but to anticipate and shape it. In
sum, an improved curriculum empowers learners to keep pace with change and
prepare to become the leaders of tomorrow.
On the Quality of Student Learning: Indicators and Results
To ensure the positive impact of educational reforms, clear baseline data and
parameters should guide the Department. These will serve as a reference point
to indicate the attainment of educational goals. The results of both national and
international large-scale assessments are worth reflecting on as part of the
indicators of the current state of basic education though it should be noted that
these do not represent the entire basic education system. Among the other
triggers of the review and recalibration of the curriculum is the student learning
assessment data. It is part and parcel of the planning, monitoring, and evaluation
cycles of any educational program. The K to 12 Basic Education system is
gauged through both national and international assessments, as provided for by
DepEd Order No. 55, s. 2016 and amended by DepEd Order No. 27, s. 2017.
These system assessments are designed to provide baselines for the
implementation of the curriculum as well as to generate relevant data that will
aid in the formulation of policies, programs, plans, and interventions at various
level of education governance.
System assessments are given at the end of each key stage. Learners at the end
of Grade 3 take the Early Language, Literacy, and Numeracy Assessment
(ELLNA), which measures early language literacy and numeracy. Exit
assessments in the form of National Assessment Test (NAT) are given at the end
of Grades 6, 10, and 12. Both the ELLNA and NAT are designed to determine if
the learners meet the learning standards at the end of each key stage and to
provide empirical data in the crafting and designing of policies and programs.
Results of the ELLNA given in S.Y. 20162017 showed many issues and concerns
that the Department needs to address in English, Filipino, Mother Tongue, and
Math. The results imply the need for more improvements in curriculum and
delivery. In particular, strategic interventions should come into play since literacy
is an accurate predictor of academic success. Furthermore, the NAT results for
English and Math in the last four academic years given to Grades 6 and 9
students affirm the need to have a collective and deliberate effort to address
systemic issues that affect the learners’ mastery of competencies.
To determine if learners are meeting the learning standards; to help provide

information to improve instructional practices; to assess and evaluate the
effectiveness and efficiency of education service delivery using learning
outcomes as indicators; and to provide empirical information as bases for
curriculum, learning delivery assessment, policy reviews, and policy formulation,
the first Basic Education Exit Assessment (BEEA) was conducted for SY 2018-
2019. Results revealed that SHS graduates of the said school year are in the low
proficient level as indicated by the MPS of three 21 st century skills: Problem
Solving Skills with 36.18, Information Literacy Skills with 34.23, and Critical
Thinking Skills with 33.38, respectively. This calls for a strengthened framework
on the integration of 21 st century skills in both curriculum and pedagogy, which is
accordingly one of the enhancements in the 2022 curriculum.
The results of local large-scale assessments are parallel with the World Bank’s
Philippine Report on the 2018 Programme for International Student Assessment
or PISA, which claimed that a significant positive correlation is observed between
the regional PISA reading scores and NAT English scores and weak correlations
are found for Math and Science. Other international large-scale assessments
(ILSAs) echo the results of the PISA as Filipino participants also fared poorly in
the 2019 TIMMS or Trends in International Mathematics and Science Study and
the 2019 Southeast Asia Primary Learning Metrics or SEA-PLM. This again points
to the need to revisit the existing curriculum, particularly to ensure that
curriculum standards are benchmarked against international counterparts and
that learning competencies tested in the ILSAs are thoroughly developed in the
curriculum and delivered in the classroom.
In light of these assessment data and along with the idea that the success of the
curriculum lies in the quality of student learning, the Department expresses its
intensified focus on the role of assessment as a source of important feedback on
the implemented curriculum and the intended curriculum.
Curriculum Review as Basis for the K to 10 Curriculum Recalibration
Guided by the goals and standards of the K to 12 Program and recognizing the
need to ensure that these are attained by the learners, the Department of
Education initiated the curriculum review. The review is a quality control
mechanism that primarily examines the curriculum in its various phases, i.e.,
intended, implemented, assessed, and achieved. It is not simply meant to fulfill
one of the provisions of Republic Act (RA) 105333 or the Enhanced Basic
Education Act to review the curriculum, but is also part of the Department's
commitment to ensure quality, relevant, and liberating basic education for all
through continuous curriculum refinement.
The Department, through the Bureau of Curriculum Development-Curriculum

Standards Development Division, in collaboration with the ACTRC, started the
review of the intended curriculum. The review focused on the articulation of
learning competencies within and across learning areas to identify gaps, issues,
and concerns relative to the standards.
Significant findings reveal that the current curriculum has a substantial number
of essential learning competencies, indicating curriculum relevance. While a
significant number of prerequisites are explicitly articulated, others were implicit
or misplaced, and thus, needed to be addressed. Corollary to the said findings
are recommendations to further decongest the curriculum by reducing the
number of desirable learning competencies per quarter to provide instructional
space for implementers, revisit the sequence of the learning competencies within
and across the content domains of the curriculum to ensure continuity and
progression of skills, ensure articulation of competencies across quarters and
grade levels through prerequisites, and ensure interconnection of learning
competencies with the rest of the disciplines.
On the other hand, the review of the implemented curriculum explored factors
that help and/or hinder teachers in implementing the curriculum, providing
insights into what is working well, what could be further strengthened, and where
problems exist, allowing for these to be addressed.
Results show that only a few teachers reported having adequate time to teach all
learning competencies. The percentage varies by learning area, grade level, and
quarter, but typically fewer than 20% of teachers reported having adequate time
to teach all the learning competencies assigned to a quarter. Surprisingly, in
some learning areas, almost half of the teachers did not have sufficient time to
teach even half the number of learning competencies. This supports the
recommendation in the review of the intended curriculum that the number of
learning competencies be reconsidered in order to ensure that all learning
competencies can be taught with the required cognitive depth in the time
available in schools.
Moreover, many teachers identified a mismatch between the prerequisite skills

and knowledge assumed by the learning competencies within the curriculum,
and the current skills and knowledge of the students who were expected to learn
them. Though the responses varied among learning areas, on average 25% of
teachers responded negatively, indicating that their classes collectively are not
prepared for the learning competency. A few learning areas, grades, and quarters
received a consistently positive pattern of responses. Again, this gives credence
to the recommendation of the previous review, which suggests articulating
competencies across quarters and grade levels through well-defined
prerequisites and ascertaining their interconnections. The study highly
recommends reducing the amount of learning required by the intended
curriculum to ensure that all learning competencies are taught with the required
cognitive depth in the time available, and to revise the sequencing, clarity of
expression, cognitive demand of the learning competencies, and associated
grade level standards, thus allowing prerequisite skills and knowledge to be built
systematically from one grade level to the next.
Finally, the review of the tested curriculum explored the extent to which the
national tests assess the intended curriculum, with a focus on students in Grade
3, Grade 6, Grade 10, and Senior High School (SHS). The review showed that the
national test items are aligned with the content of the intended curriculum,
suggesting that the tests fairly assess the intended curriculum and can provide
an indication of the extent to which learners have reached the expected
standards. Comparison of cognitive demand indicates that the cognitive demand
of test items, while aligned to the current wording of the learning competencies
in the K to 12 Curriculum documents, is too high. The review also notes the dual
mapping of the tables of specifications for the Grade 6 and Grade 10 National
Achievement Test (NAT) and the Basic Education Exit Assessment (BEEA) to two
different working frameworks: one originating from BEA and the other from BCD.
This is problematic as it sends inconsistent messages to stakeholders.
Incorporating both frameworks into the curriculum guides would send a more
consistent message, especially to schools implementing the curriculum and to
those using the results of the national curriculum testing to make inferences
about the quality of learning of students.
These findings and recommendations provide significant inputs and directions

worth prioritizing as the bureaus in the Curriculum and Teaching Strand engage
the Department and relevant stakeholders in the recalibration of the K to 12
Curriculum.
III. THE MATATAG CURRICULUM GOALS
The vision of the DepEd along with the goals and features of its K to 12 Program
is realized through its curriculum, which is standards-based in nature. It identifies
a predetermined set of learning outcomes that students are expected to master
after a certain period of time (UNESCO, n.d.). Learning standards are classified
into content and performance standards. Content standards “identify and set the
essential knowledge and understanding that should be learned,” while
performance standards “describe the abilities and skills that learners are
expected to demonstrate in relation to the content standards (DepEd, 2015).”
Collectively, the K to 12 Curriculum Standards ensure that mastery of concepts
and skills is attained, lifelong learning is developed, and graduates are prepared
for any of the four curriculum exits: tertiary education, middle-level skills
development, employment, and entrepreneurship (DepEd, 2019). The table
below reiterates the existing learning areas and introduces their new curriculum
goals:
TABLE 1
The MATATAG Curriculum Goals
LEARNING AREA CURRICULUM GOALS
Kindergarten The redesigned Kindergarten curriculum aims to produce

active young Filipino learners who are holistically
developed and equipped with 21st century skills.
Filipino Tunguhin ng Filipino na malinang sa mga mag-aaral ang
kasanayan sa literasi, kakayahang komunikatibo,
mapanuring pag-unawa sa iba’t ibang uri ng teksto, at
pagbuo ng multimodal na may lubos na pagpapahalaga sa
wikang Filipino at ibang wika sa bansa, kultura, at mga
teksto o mga babasahin na magiging daan sa kanyang
pagkatuto at paglinang ng ika-21 siglong kasanayan para
sa kapakipakinabang na pagganap bilang makabansa at
global na mamamayan.
English Learners demonstrate proficiency in using English in
multiple modes to communicate effectively in a wide range
of situations, with diverse audiences, and in various
contexts. They use their language skills to facilitate and
enhance learning across different content areas. They
critically analyze, appreciate, and respond to a wide array
of literary and informational texts, utilizing these resources
to broaden their understanding, perspectives, and
creativity. Learners also actively engage in activities and
discussions that encourage a deep appreciation and
understanding of their cultural heritage, instilling a sense of
pride and identity that fosters cultural literacy and promote
mutual respect and
understanding in diverse social and

educational environments.
Language Learners demonstrate oracy in L1; use oral and visual

language in interacting with others, developing and
expressing ideas; engage with and respond to various texts
based on reallife experiences; use high frequency and
content-specific words; and understand how languages and
culture are related.

Reading and Literacy Learners demonstrate basic literacy in their first language;
decode high frequency and basic content-specific words to
develop language for learning; understand how words are
used in simple sentences to get and express meaning; and
comprehend, respond to, and create narrative and
informational texts based on real-life experiences.
Good Manners and The Good Manners and Right Conduct/Values Education
Right Conduct subject aims to produce Filipino youth who decide with
(GMRC)/ Values responsibility and accountability, act with right conduct and
Education (VE) the inclination to do good, and live their daily lives with
love for God, people, environment, country, and the world,
habitually mindful of the common good.
Mathematics The main goal of the curriculum is for Filipino learners to
become mathematically proficient and critical problem
solvers.
The curriculum intends to develop among the learners the

proficiency in solving mathematical problems critically,
grounded on a strong conceptual knowledge, strategic use
of mathematical skills and processes, desirable values and
a proper disposition in mathematics, thus enabling them to
become productive and successful 21 st century citizens.
Science The overall goal of the Science Curriculum is the
achievement of scientific, environmental and technology
and engineering literacy of all learners.
On achieving the outcomes of the curriculum, learners will

be ready to actively participate in local, national, and global
contexts and make meaningful contributions to a dynamic
and culturally diverse and expanding world. By successfully
completing the Science Curriculum, Filipino learners will
demonstrate capabilities as put forth in the Basic Education
Development Plan (BEDP) 2030.
Araling Panlipunan Araling Panlipunan is a distinct learning area in the K to 12

Curriculum which intends to develop among Filipino learners
the socio-civic competencies i.e. cultural tolerance, respect

for diversity, upholding human dignity and rights among
nationalistic, and global-oriented Filipinos who are capable

and committed in serving the nation. It likewise seeks to
engender among Filipino learners critical understanding on
historical, geographical, socio-political, and economic
issues of the Philippines, taking into account the
international and global contexts, allowing them to become
productive citizens of the country and of the world.
Makabansa Ang Makabansa ay isang transdisiplinaryong kurikulum na
naglalayong makahubog ng isang aktibong mag-aaral sa
pamamagitan ng paglinang ng mahahalagang kasanayang
hango sa Malalim na Kaisipan (Big Ideas) ng Sibika, Sining
at Kultura, Kasaysayan, at Kagalingang Pangkalusugan na
nagpapamalas ng pagkakakilanlan, pagkamalikhain,
pagkamalusog at pakikipag-ugnayan sa kapwa at sa iba
pang aspekto ng lipunan tungo sa pagiging holistikong
Pilipinong taglay ang ika-21 siglong kasanayan.
Edukasyong Pantahanan The rationalized EPP/ TLE/ TVL envisions learners to apply
at Pangkabuhayan life skills that are adaptable in their family/community,
(EPP)/ become ready for the world of work, engage in
Technology and entrepreneurial activities and improve their livelihood,
Livelihood Education generate a business relative to their chosen field of
(TLE) specialization, and further explore higher education.
Music, Arts, Physical The recalibrated Music and Arts Education curriculum aims
Education and Health to develop the learners’ multicultural literacy, artistic and
(MAPEH) creative expression, and holistic national identity as
Filipinos through engaging in, creating, and producing
different art forms and creative and innovative expressions.
The recalibrated Physical Education and Health curriculum

is geared towards the development and attainment of
physical and health literacy as well as 21 st century skills
that contribute to the well-being of the individual, family,
and community, improve the quality of life in society, and
motivate the learners to take responsibility for their lifelong
holistic health and well-being in a varied and rapidly
changing society.
These curriculum goals will be unpacked through the learning area shaping
papers and subsequent curriculum guides. It is expected that these documents
will detail the standards for learners and the learning competencies they will
develop. These will include the specification of knowledge, understandings, skills,
and attitudes.
IV. THE FEATURES OF THE MATATAG CURRICULUM
In light of what has been established by the K to 12 Curriculum Review and other
pertinent research on the current status of education both in the Philippines and
abroad, the DepEd reinforces the strengths of the K to 12 Program by putting
forth the suggested features of the MATATAG Curriculum.
Focus on Foundational Skills
The major concern was the congestion of the curriculum, which necessitated
streamlining its intent and content. The MATATAG curriculum for Grade 1 has
shifted from offering seven learning areas to only five that focus on
strengthening literacy and numeracy. New learning areas—Language, Reading
and Literacy, and Makabansa—are introduced. These learning areas have been
deliberately crafted, rather than simply merging or integrating the existing
learning areas.
Language
The Language learning area is a new addition to the existing learning areas for
Grade 1 in the MATATAG Curriculum. The creation of the Language curriculum
gives more emphasis to the development of oral language skills for
communication in the learner’s first language, which is essential in developing
foundational skills for literacy and learning other content areas.
The development of the Languages curricula recognizes the role of the first
language (L1) as the language and literacy resource that the child can use most
effectively to establish a strong foundation for literacy development and further
knowledge. It recognizes the status of the more than 180 languages in the
country, including sign and visual languages and languages of indigenous groups
and communities.
Reading and Literacy
The Reading and Literacy learning area aims to develop foundational reading
skills essential for early literacy. These goals include building phonemic
awareness, decoding skills, and recognizing sight words to facilitate fluent
reading in the first language. Comprehension strategies are introduced to help
students understand and engage with texts, identify main ideas, and draw simple
inferences. Concurrently, the curriculum aims to foster a positive reading
attitude, nurturing a love for reading through exposure to age-appropriate and
engaging texts.
Telephone Nos.: (02) 8- 632- 7746; 8- 636- 5173; Email Address: [email protected] 0
Makabansa
The introduction of a new learning area called Makabansa in Key Stage 1 (Grades
13) intends to provide learners with essential knowledge, skills, and attitudes
enabling them to develop personal and cultural consciousness in becoming
active, healthy and creative members of their respective communities.
It employs a transdisciplinary approach in actualizing the learning intent and

content relative to civics, history, art and culture, and health and wellness
optimizing integrative learning frameworks, pedagogies, and approaches.
Ultimately, Makabansa prepares learners to better understand and appreciate

the more disciplinal approach of Music and Arts, Physical Education and Health,
and Araling Panlipunan as learners go through the succeeding key stages.
Strengthened Literacy and Numeracy in the First Key Stage through the
National Reading Program and the National Mathematics Program
Reading literacy and numeracy are essential for success in both academic and
professional settings. Sadly, Filipino learners do not exhibit the proficiency
expected from their respective grade levels as evidenced by both national and
international large-scale assessments. In the most recent PISA assessment
conducted in 2018, the Philippines ranked 78th out of 79 participating countries
and economies in reading and 77th in mathematics. The results showed that the
average reading scores of Filipino learners were significantly lower than the
average scores of learners from other countries. Similarly, in the 2019 SEA-PLM
assessment, the Philippines ranked 7th out of 7 participating countries in both
mathematics and reading, with a mean score of 312 in reading. The low
performance of Filipino learners in these large-scale assessments suggests that
many learners are not developing the necessary literacy and numeracy skills to
succeed in school and in their future careers and that there is a need for the
country, through the Department of Education, to improve the quality of the
reading and numeracy curriculum and its delivery.
In the first key stage, the curriculum was designed to ensure that literacy and
numeracy are at the center of the teaching and learning experience. Literacy
abilities are developed through standards that give prime attention to
phonological awareness, phonics and word study, vocabulary and word
knowledge, grammar awareness and grammatical structures, comprehension,
and fluency. On the other hand, children become numerate as they explore
mathematical ideas and engage in problem-solving. Children develop confidence
as their parents, careers, families and friends help them to mathematically
investigate space, structures and patterns, number, measurement, and different
kinds of data and connections (South Australia Department for Education, 2021).
In their foundational years, it is imperative that children achieve mastery of the
foundational competencies required for reading literacy and numeracy, which, in

turn, serve as the fundamental skills for success in life.
In addition to the development of a curriculum that centers on reading literacy
and numeracy formation, national programs on different literacies shall be
implemented in the same school year.
The National Reading Program
The National Reading Program (NRP) is a comprehensive program that aims to

make every Filipino learner literate. Achieving this goal calls for a relevant
curriculum, adequate resources, appropriate delivery, and through assessment,
and well-trained teachers, instructional leaders with well-in-place support
mechanisms. To determine whether goals are realized, monitoring, evaluation,
and research must be in place.
Figure 1. Conceptual Framework of the National Reading Program
The NRP is grounded on the Science of Reading and evidence-based instruction.

It stresses the importance of addressing the learners’ needs through the
implementation of responsive reading programs, interventions, approaches,
methodologies, and techniques, which, in turn, aided by developmentally and

grade level-appropriate learning resources and technology. Thus, the conduct of
assessment for learning must provide data for instructional leaders and teachers
for informed decision-making.
The seamless interfacing with teachers and instructional leaders creates a

culture of responsive and nurturing feedback mechanisms. Frequent in- and on-
time monitoring and evaluation provide data-based policy and program review,
thus ensuring continuous improvement.
The sustainability of a quality National Reading Program requires a meaningful

and strong support mechanism from the National Government Agencies, Local
Government Units, Development Partners, Parents/Guardians, Private Sector,
Civil Society Organizations, Teacher Education Institutions, and other education
stakeholders. This collaboration ensures that every Filipino learner is literate and
productive member of society.
A policy for the NRP shall be released in a separate issuance.
The National Mathematics Program
Planning for the design, implementation and evaluation of the National

Mathematics Program shall be guided by the MOSAIC Framework (Evans et al.,
2019), an evidence-based tool of six interrelated pedagogy and learning-focused
components that support large-scale and comprehensive literacy and numeracy
initiatives.
Figure 2. Programming Framework of the National Mathematics Program (NMP)
In this model, each component is described as follows:
• Enabling Policies and Standards

This covers curricular content and pacing, and policies related to: a) language
of instruction, b) instructional time, c) teacher certification, promotion,
accountability and deployment, d) student evaluation and grade-to-grade
promotion, including the establishment of clear grade-specific performance
standards and benchmarks, e) teacher incentives and accountability, and 6)
the sustainability of educational resources.
• High-Quality Texts and Materials

This covers the print materials and other instructional aids required for
highquality literacy and numeracy instruction. This includes guiding
information for teachers on how and what to teach, and when (teacher
guides) and instructional material for learners (basic reading primers and
mathematics books, as well as supplementary material, including numeracy
manipulatives.
• Effective Teachers and School Leaders

This addresses the inputs and resources needed to ensure that teachers know
how to use evidence-based literacy and numeracy instructional materials,
and that school leaders know how to structure and manage classrooms and
schools to improve learning results.
• Effective Teacher Coaching and Mentoring

This addresses the need for ongoing, in-school and in-class support – after
training – to help teachers implement the instructional practices and models
presented during training and use instructional materials effectively.
• Continuous Assessments to Inform Instruction

This addresses the need for teachers to have the ability to gather informal
and formal data on learner progress and performance, within the context of
the classroom, on a regular basis. This type of assessment should be used
primarily for immediate response to student learning needs, including whole
group reteaching of concepts and skills, small group remediation, and
individual intervention for learners with the greatest needs.
• Regular Practice Outside of School

This addresses the need to extend learning beyond the confines of the school
day. The more time children engage in rich and cognitively challenging
literacy and numeracy activities, the greater their learning gains.
A policy for the NMP shall be released in a separate issuance.
Redefining the Interplay among Languages in the MTB-MLE Program
The Mother Tongue-Based Multilingual Education (MTB-MLE) is an integral feature

of the K to 12 Basic Education Program, which emphasizes the role of a child's
first language as a critical resource for effective learning and foundational
literacy development. The program acknowledges that a learner's language,
societal and cultural experiences, prior education, media exposure, and home
environment form a collective schema facilitating the understanding of new
concepts. MTB-MLE advocates the use of the mother tongue as the initial
language and literacy resource before transitioning to the learning of other
languages. This is made apparent in the revised language curricula through the
Language Framework below:
Figure 3. The Language Framework as Introduced in the K to 12 Curriculum
The process of learning multiple languages or the multilingual nature of learning

is both simple and complex. It is simple in the sense that to support literacy and
language development in an additional language, if there is an understanding of
comparable skills across the languages, then teachers and students can make
connections between the respective languages, and in the ways in which
language is used to make meaning in different contexts, in different forms and
for different audiences. Plurilingual awareness and translanguaging support
learners to make meaning and acquire both the target language and content
knowledge. However, and at the same time, it is important to note that learning
an additional language is not a matter of the straightforward transfer of
cognitive/academic or literacy-related proficiency and linguistic and cultural
understandings. Learning an additional language to manage academic learning is
complicated and takes considerable time. An awareness and understanding of
similarities and differences in underlying attributes, however, enables students to
use and expand their ‘funds of knowledge’ as they learn to read, write, speak,
and listen in one or more languages. Multilingual learning involves both building
on what has previously been learned in one language as a foundation for learning
in another language, and then using that learning to further extend learning in
the original language. This complex process is encapsulated by the internally
tangent circles in the figure above as they show that one language (in the
smaller circle) or the combination of both (involving the Mother Tongue as a
language and literacy resource) may serve as the foundation of learning another
(in the bigger circle).
The language framework espouses a mother tongue-based compound-coordinate

multilingualism design, which aims for a type of multilingualism in which an
individual is proficient in two or more languages, in this case Filipino and English,
and can seamlessly switch between the languages in various contexts. The
design recognizes that an individual may have one or more native languages or
mother tongues and has achieved oral language proficiency in this language.
This then becomes the foundation to literacy development in target languages.
Mother tonguebased compound-coordinate multilingualism is considered a high
level of language proficiency that can be achieved through extensive exposure to
and use of multiple languages (oral language in the mother tongue and literacy
in Filipino and English) from an early age specifically in Key Stage 1.
Concomitant with the development of language proficiency, MTB-MLE also aims

for cognitive and academic development that prepares learners to develop
content knowledge and competencies in other learning areas or subjects. The
multilingual curricula, through multilingual instruction, develop, expand, and
consolidate learners’ language, literacy, and academic proficiency in their L1,
Filipino, and English and contribute to the development of plurilingual awareness.
Plurilingualism enables the learner to draw on and integrate their knowledge of
multiple languages which contribute to life-long learning through language.
Medium of Teaching and Learning
Mother Tongue as Medium of Teaching and Learning (MOTL) refers to the use of
the learner’s first language in the teaching and learning process. In Key Stage 1,
while learners are still developing both oral and written proficiency in the second
language(s) (i.e., Filipino and/or English), MT is used as MOTL to support the
acquisition of those languages. The first language refers to the language that
learners could understand primarily through listening (listening capacity) and/or
active use in daily oral communications; hence, it is considered as a primary tool
or language and literacy resource in the teaching and learning process. The
current policy is to use the Mother Tongue as the primary MOTL for the first four
years of education (Kindergarten to Grade 3); Filipino and English are then
adopted as the primary MOTL from Grade 4 onwards. However, the Mother
Tongue is not terminated at the end of Grade 3 and instead assumes the role of
auxiliary MOTL in the second and third key stages.
TABLE 2
The MOTL Continuum
KEY STAGE 1 KEY STAGE 2 KEY STAGE 3

MOTL
K G1 G2 G3 G4 G5 G6 G7 G8 G9 G10
MT/L1
Filipino
English
*Color gradience refers to frequency of use.
The table above presents the MOTL continuum of MTB-MLE. During the first key
stage, the first language (L1) or mother tongue remains to be used as the
primary medium of teaching and learning. However, Filipino and English shall
gradually be introduced as MOTL in these respective learning areas (i.e., the
Filipino subject may be taught in Filipino; the English subject may be taught in
English) in Grade 2, with MT simultaneously used as MOTL. Concurrently, Filipino
and English are recognized as possible resource languages for cognitive
development in non-language learning areas (e.g., Math, Science, Social Studies,
etc.). High frequency words, contentspecific words, and predominant text
structures in these content areas are captured in the language curricula, thus
reiterating that translation of concepts is not advised unless it aids in content
knowledge acquisition. It is also worth reiterating that the revised language
framework advocates the use of translanguaging in the delivery of the new
languages curricula; therefore, any and all languages deemed necessary for the
acquisition of content knowledge and language skills may be used in the
classroom.
Oracy and literacy skills (i.e., concepts acquired prior to formal schooling) in MT
shall serve as basis for transitioning and bridging to Filipino and English, which
may be done as early as Grade 1 until the end of Grade 3. Transitioning refers to
the transfer of previously acquired concepts in the first language or the Mother
Tongue during the process of learning another (i.e., focus on similarities in
concepts). Bridging, on the other hand, refers to the transfer of language skills by
building on what learners already know about their MT to develop proficiency in
other languages (i.e., focus on differences or uniqueness in language). Both are
done to prepare learners for the use of Filipino and English as primary MOTL in
the second key stage with MT as auxiliary MOTL.
Language Learning Areas
The revised language curricula also present a reorganization of the continuum for
the Language Arts. All language learning areas – Language, Reading and
Literacy, Filipino, and English – shall develop first the learners’ oracy, which shall
then serve as the foundation for literacy development in the target languages.
TABLE 3
The Language Arts Continuum
KEY STAGE
KEY STAGE 1 KEY STAGE 3
2
LEARNING G1 G
AREA 1
G G G G G G G G
0
2 3 4 5 6 7 8 9
Q1 Q2 Q3
Q4
Language
Reading &
Literacy
Filipino
English
LEGEND:
oracy for applied and critical literacy
literacy and communicative competence
basic multiliteracies, communicative competence, and text
literacy analysis, evaluation, and production
Language and Reading and Literacy shall be offered starting Grade 1 and shall
primarily develop the learners’ oracy and literacy. They shall serve as the basis in
transitioning the learners’ oracy for literacy to Filipino and English. Oracy for
literacy is the ability to use relevant oral language elements like phonological
awareness, vocabulary, and listening capacity to develop basic or beginning
literacy. Basic literacy or the skills used for the initial learning of reading and
writing is developed from the third to the fourth quarters of Grade 1.
Filipino and English shall be offered simultaneously starting in Grade 2 and shall
primarily develop learners’ literacy. The curricula for both languages shall be
MTbased as oracy and literacy skills in the first language serve as the foundation
in transitioning learners’ oracy for literacy to Filipino and English. Basic literacy
shall be developed in both languages until Grade 3.
Filipino and English shall continue developing and enhancing learners’

communicative competence and applied and critical literacy skills from Grade 4
to Grade 6. Applied literacy is the ability to think about particular ways of doing
reading and writing with the purpose of achieving communicative goals in a
socially appropriate manner, while critical literacy is a critical thinking skill that
involves the questioning and examination of ideas, and the skills to synthesize,
analyze, interpret, evaluate, and respond to texts; it is the ability to evaluate the
veracity of information and make connections and judgments of the relevance of
information.
Finally, by the third key stage, both learning areas shall contribute to the
development of learners’ communicative competence and multiliteracies or the
ability to understand information and the design of meaning through the
manipulation of individual modes: linguistic meaning, visual meaning, audio
meaning, gestural, tactile, and spatial meaning.
Decongested Curriculum
One of the salient findings of the review is the congestion of the curricula, which
has been found to be overcrowded with content, thus disallowing learners to fully
grasp and understand various concepts.
To address this issue, the current curriculum is decongested by 70% while still
ensuring that the heavier weight of the learning areas would be on English,
Filipino, Science, Mathematics, and EPP/TLE or Technical Livelihood Education.
The act of decongesting the curriculum, reducing overcrowding, and focusing on

the essential elements of learning has profound implications for learners’
educational experiences. First, this approach now provides learners with the time
needed to truly understand and assimilate the foundational elements of learning,
rather than simply dabbling in a vast array of topics. Second, a less crowded
curriculum allows learners to focus more intently on each learning area, leading
to a deeper comprehension and retention of knowledge. Ultimately, the net
effect of this transformation is a more targeted, effective, and meaningful
learning experience.
Clearer Articulation of the DepEd’s 21st Century Skills Framework:

Embodying the Vision for the Filipino Learner
The vision of the DepEd remains the same: to produce holistically developed
Filipino learners with 21st century skills or the knowledge, skills, attitudes, and
competencies that learners need to develop so that they can prepare for and
succeed in work and life in the 21 st century (DepEd Order No. 21, s. 2019). The
improved 21st century skills framework integrates skill sets culled from various
international and local competency frameworks that redefine the future of
education, skills development, and training in light of the evolving society and
economy. The development of such skills coupled with the Department’s core
values (i.e., Maka-Diyos, Makatao, Makakalikasan, Makabansa) will allow learners
to realize aspirations that represent their ideals and ambitions, and ultimately
contribute to building a progressive and cohesive nation that enjoys economic
prosperity, socio-political stability, unity in diversity, and sustainability.
DepEd’s 21st century skills framework shall also serve to guide and ensure the
inclusion of these skills across all governance levels of DepEd. The detailed
framework specifies terminology and descriptions of these skills to be used, thus
promoting a shared vocabulary to support clear and consistent communication
and implementation. Most importantly, the framework shall guide all governance
levels of DepEd as they work together to enhance the development of these 21 st
century skills by all Filipino learners.
The detailed 21st century skills framework comprises the same four domains as
originally set out in DepEd Order No. 21, s. 2019. These are:
● Information, Media, and Technology Skills

● Learning and Innovation Skills
● Communication Skills
● Life and Career Skills
The framework also provides a definitive description of the skills, competencies,

values, and attributes that learners are expected to develop within each domain.
It is expected that throughout their education, Filipino learners would develop
these 21st century skills, in addition to foundational literacy and numeracy skills,
and discipline-specific skills/competencies (e.g., scientific literacy). Together, the
21st century skills, foundational skills and discipline-specific skills/competencies
equip Filipino learners towards success in the future.
Information, Media, and Technology Skills
This multifaceted domain manifests the 21 st century skills referring to the ability
to gather, manage, use, synthesize, evaluate, and create information through
media and technology.
These skills allow learners to navigate the fluid and dynamic environment of
today’s technologically and information-driven society and empower them to use
plurality of information sources (i.e., private, government, community) and

plurality of voices (i.e., from people of all levels of society) for problem-solving,
decision-making, and ideation in personal, social, economic, and political life.
This domain expands the life skills, strengthens civic participation, and amplifies
self-expression of individuals to use various technology, computer, and media
resources effectively, efficiently, and responsibly.
Moreover, it encompasses the contributory and significant skills applied and

required in all academic subjects. The fact that all learning areas make use of
and present a great deal of information in different forms and modalities
challenges learners to develop skills such as how to sift through and
communicate ideas, and how to utilize this information through ICT, media,
libraries, and archives in a critical, creative, and ethical manner.
In addition, this domain also supports and promotes the development of globally
competitive Filipinos who can effectively evaluate materials, information,
representations, and perspectives considering the vast amount of information
accessible nowadays.
The following are the descriptions of each skill, competency, value, or attribute
included under this domain:
SKILLS,
COMPETENCIES,
DESCRIPTION
VALUES,
ATTRIBUTES
Visual Literacy Visual literacy accounts for the ability to closely examine,
interpret, and communicate understanding of diverse
visual texts including but not limited to visible actions,
objects, symbols, natural or man-made that are
encountered in the environment and across a range of text
types to promote critical viewing skills.
Learners manifest their visual literacy skills when they:
● recognize meanings in pictures and symbols

● describe the physical features of a location (e.g.,
terrain, biomes)
● interpret traffic signs for road safety
● explain processes from infographics
● recognise signs of an impending storm from looking
at
the sky
● interpret maps on population
● analyze messages from artworks
Information This is a set of integrated abilities encompassing the

Literacy inquisitive, analytical, and reflective process of acquiring,
organizing, evaluating, sharing, and producing information
with an understanding of what type of information is
needed, when it is needed, where it is accessible, and how
the information is socially situated and its ethical and legal
considerations to use and communicate accurate and
appropriate information relevant to the current context
and needs of the target audience.
Learners exhibit information literacy skills when they:
● identify realities and make-beliefs in narratives (i.e.,

fictional, historical, personal)
● gather relevant information from valid sources
● estimate value from data sets
● discover patterns of classical and contemporary
music
● differentiate facts and opinion in reports
● compare information from various sources
● recognize bias and stereotypes in oral and written
discourse
● examine evidence from primary, secondary, and
tertiary sources
● evaluate the accuracy of sources and information
Media Literacy
This develops a wide range of skills that involve
understanding various media contents and their uses,
accessing information efficiently and effectively, and using
a broad range of media to express ideas. It involves
analyzing media and creating media products and
creations. This can be seen when learners examine and
use media to learn how and why messages are created,
produced, and interpreted, as well as how media shapes
culture, values, and behaviors.
Learners demonstrate their media literacy skills when they:
presentation (audio, text, motion media)

● recognize the issues and laws related to media and
information such as copyright, intellectual property,
fair use, and others.
● examine the data presented in weather reports
● compare and contrast the ways in which media (i.e.,
tv, radio, social media, documentaries) cover the
same
event
● critique persuasive techniques used in
advertisements ● analyze the assertions and
arguments in an editorial
● evaluate media reports about scientific issues (i.e.,
climate change, cloning, nuclear technology,
pandemic, etc.)
● create a vlog to raise awareness about social issues
Technology Effective incorporation of information, communication, and

Literacy their applications through technology is the focus of
technology literacy. It includes the responsible use of
appropriate technology to communicate, solve problems,
and access, manage, integrate, evaluate, and create
information to improve learning across all learning areas
and to acquire lifelong knowledge and skills in the 21 st
century. This domain ultimately leads to developing
abilities to use technology that enables learners to use
their inventiveness to design and create ideas and
concepts in solving practical problems that are
technological in nature.
Learners manifest the technology literacy skills when they:
● use audiobooks in listening to stories

● annotate key details and information in e-books
● manipulate measuring tools and equipment used in
Science and TLE activities
● perform numerical data computations
using calculators
● use sports equipment and play musical instruments
for recreational activities
● improve performance in playing musical instruments
using an audio equalizer
● use of assistive technology (i.e., magnifiers, talking
devices, Braille displays, phone with tactile button,
sensory aids, mobility aids etc.) for students with
additional needs
● set-up an audio-visual presentation during classroom
discussions
● assemble robotics parts following a set of
procedures in a manual
Digital Literacy Digital literacy involves the ability to define, access,
manage, integrate, communicate, evaluate, and create
information safely and appropriately through a wide range
of digital technologies and networked devices (i.e.,
internet platforms, social media, mobile devices, etc.) for
participation in education, social and economic life. It
requires critical thinking skills, an awareness of the
essential standards of
behavior for online environments, and an understanding of

the social issues created by digital technologies, more
than the ability to use software or operate digital device.
Learners exhibit digital literacy skills when they:
● identify and use appropriate digital applications for

collaborative online activities (Google Doc, Google
Slide, Trello, Whiteboard, etc.)
● explain issues pertaining to information privacy and
data protection, including data breach and
cybersecurity
● organize online resources through bookmarking tools
● use interactive maps (Google Earth, MapMe, Zeeaps,
etc.) to locate or describe a particular place
● deliver an engaging presentation using presentation
tools
(PowerPoint, Prezi, Canva, etc.)
● use online forum, chat room, or email following
protocols
● recognize the different features and navigate the
parts on a website
● practice netiquette in online (even offline) tasks
during online conferencing platforms (e.g., Zoom,
Google Meet, Microsoft Teams, Webex, etc.) or in
learning management systems (Google classroom,
Schoology, Moodle, etc.)
Learning and Innovation Skills
In the age of information and technology, it is essential for learners to manifest

learning and innovation skills. This is a set of abilities where learners think
critically, reflectively, and creatively; analyzes and solves problems; creates and
implements innovations using a variety of techniques or methods; and generates
functional knowledge that supports varying degrees of thinking skills and
metacognition, thereby allowing them to easily navigate and respond to
dynamic, fluid, and complex forces (both internal and external) that significantly
affect their well-being.
SKILLS,
COMPETENCIES,
DESCRIPTION
VALUES,
ATTRIBUTES
Creativity Creativity refers to the ability to think and work creatively

and innovatively using a variety of techniques or methods.
Learners draw on their creativity skills when they:
● create new and worthwhile ideas (both incremental

and radical concepts)
● elaborate, refine, analyze, and evaluate their own
ideas to improve and maximize creative efforts
● demonstrate originality and inventiveness in work
and understand the real-world limits to adopting
new ideas (e.g., compose an original composition
applying knowledge on musical patterns, notes,
etc.)
● provide best alternatives or options if
familiar/common solutions, systems, and processes
no longer works (e.g., conduct scientific
experiments using alternative resources or materials
available in the community)
Openness Openness is the willingness to engage in new ideas,

situations, and experiences.
Learners draw on openness when they:
● identify new connections between different concepts

and ideas
● examine things from others’ perspectives
● consider alternative ideas and actions
● approach new things with curiosity
● seek out experiences that deviate from everyday
routine
● pursue new experiences and creative endeavors
● change position/decision/action in light of new
information
Critical Thinking Critical thinking refers to the ability to analyze evidence,

patterns, relationships, making inferences using reasoning,
judging, evaluating, and making decisions or solving
problems. It includes actively and skillfully
conceptualizing, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation,
experience, reflection, reasoning, or communication, as a
guide to belief and action, the ability to make inferences,
calculating
probabilities and making decisions.
Learners draw on their critical thinking skills when they:
● establish/detect patterns, connections,

and relationships among given variables
● make inferences on various experiences
and phenomena
● analyze and interpret data and information gathered
from relevant and credible sources
● synthesize voluminous data and information
● generate relevant conclusions using logical,
systematic and/or scientific processes
● develop criteria to judge the veracity/accuracy of a
given claim
● conceptualize an idea, theory, or innovation
Problem Solving
Problem solving denotes the ability to engage in cognitive
processing in order to understand and resolve problem
situations where a method of solution is not immediately
obvious. It involves finding a way to solve a problem and
may include modelling, data analysis, logical deduction,
and metacognition.
Learners draw on their problem-solving skills when they:
● recognize existing problems, impending threats, and

future difficulties
● provide logical explanations on a given problem or
difficulty
● identify and ask significant questions that clarify
various points of view and lead to better solutions
● formulate relevant recommendations, solutions, and
● solve different kinds of non-familiar problems in both

conventional and innovative ways
Reflective Thinking Reflective thinking is the ability to reflect critically on one’s
experiences, decisions, and processes to create meaning
and justify actions so that future decisions are better
informed or deliberated.
Learners draw on reflective thinking when they:
● take time to review their own behavior to think about

failures and successes which may aid in
selfawareness and improvement
● think of the past as opposed to their plans
● examine the broader context of things (e.g.,
implications of one’s decisions with regard to self
and others)
● temper radical and risky ideas
Communication Skills
Communication is something we are engaged in every day may that be

personally, academically, or professionally, making it a significant and relevant
domain among the 21st Century Skills. This domain recognizes the value of
communication for a wide range of purposes.
This domain puts premium on communication skills including all forms and
contexts, including but not limited to verbal and non-verbal communication,
active listening, as well as the ability to express feelings and provide feedback.
This domain also covers negotiation/refusal or assertiveness skills that directly
affect ones’ ability to manage conflict.
Communication is considered the gateway to developing soft skills that are

highly valued whether in the workplace or public life, and is also shaped by
current and emerging technologies. Cognizant of the current educational
paradigm, everyone is expected to engage in highly networked collaborations
that enable them to execute communicative competence and multiliteracies.
The knowledge, skills, and competencies that embody communication and

collaboration which include : skilled oral and written communication in the
mother tongue and foreign languages; team-working especially in heterogeneous
environments, open-mindedness, conflict management; cultural awareness and
global awareness (ability to appreciate the value of the varied cultures and to
intentionally construct cross-cultural relationships and networks); and leadership
(self-motivation, initiative taking, entrepreneurship, leading by influence ) are

accounted for in this domain.
SKILLS,
COMPETENCIES,
DESCRIPTION
VALUES,
ATTRIBUTES
Teamwork Working with others to attain common goals under the

direction or instruction of a leader is important. These
skills include the ability to follow an agenda and make
group decisions.
Learners exhibit teamwork when they:
● take actions based on the leader’s instructions

● recognize other members’ participation and
contributions for task completion
● perform well-defined role/task toward the attainment
of a shared goal
Collaboration Collaboration is the capacity of an individual to effectively

participate in interactions between at least two co-equal
parties voluntarily engaged in shared decision-making as
they work towards a common goal. Collaboration involves
joint communication and goal setting (including planning,
sharing information, discussing problems, and learning
from others) as well as the need for parties to contribute
information or resources that need to be pooled together
for action.
Learners exhibit collaboration when they:
● share information/resources with other members

● perform tasks requiring interdependence and role
flexibility
● negotiate with other members for roles or
consideration of ideas/proposals aimed at achieving
goals and resolving conflicts
Interpersonal Skills Interpersonal skills show one’s ability to communicate and

read emotion, motivation, and behaviors in a social
context. Good interpersonal skills involve insight,
understanding, and the kind of social awareness that helps
one to initiate, sustain, and end a conversation
appropriately within a given situation.
Learners exhibit interpersonal skills when they:
● approach other learners to start or join in a

conversation
● ask specific information and make follow-up
comments about the topic of conversation
● introduce additional information or related topics
that sustain conversation receptive to the feelings,
needs, and dispositions of others
Intrapersonal This refers to the internal dialogue one has with himself or
Skills herself. Good intrapersonal communication skills help one
manage his or her emotions effectively, set goals,
selfmotivate, cope with distractions, strategize, and adjust
his or her approach in any given situation or as needed.
Learners exhibit intrapersonal skills when they:

● think of possible consequences of a behavior before
acting it out
● examine their own behaviors and how these affect
them and the people around them
● plan how to address behaviors that usually produce
unsatisfying consequences
Interactive This focuses on building oracy skills including listening and
Communication speaking. This includes diverse communication methods.
Learners exhibit interactive communication when they:
● ask for or provide information of interest to other

learners
● actively engage in a discourse expressing feelings,
insights, opinions, and criticisms about the
information
● use digital technologies and applications to extend
communication to a variety of audiences
Non-Verbal Non-verbal communication includes facial expressions,

Communication gestures displayed through body language (kinesics) and
the physical distance between the communicators
(proxemics).
Learners exhibit non-verbal communication when they:
● recognize and respond to eye and hand movements,

facial expressions, and other gestures
● utilize body language (kinesics) and touch (haptics);
as well as optimize physical distance between the
communicators (proxemics) to respond appropriately
in a given situation
● use cool colors to project an image of friendliness or
poise as in their choice of attire or in illustrations
Communicating in This ensures that individuals from varied backgrounds,
Diverse religions, genders, communities, and age groups share
Environments strong rapport and do not face problems working together.
Learners communicating in a diverse environment:
● use simple words and sentences when talking to

children
● use appropriate language register depending on the
context (formal or informal)
● employ gender-sensitive words in conversations and
discourses
● manifest sensitivity (i.e., choice of words, non-verbal
cues) in communicating one’s ideas and responses
● adjust communication style and behavior to suit the
needs of the person they are communicating with
Life and Career Skills
Life and career skills prepare learners to make informed life and career decisions
to enable them to become citizens that engage in a dynamic global community
and to successfully adapt to meet the challenges and opportunities to lead in the
global workforce. These are critical for our learners to become active responsible
citizens who hold meaningful and productive jobs and businesses that will
contribute to the sustainability and welfare of the community.
included in this domain:
SKILLS,
COMPETENCIES,
DESCRIPTION
VALUES,
ATTRIBUTES
Informed Informed decision making refers to one’s ability to make

DecisionMaking decisions based on facts or information focusing on the
risks and benefits involved. The process involves
identifying the problem, collecting data and information,
brainstorming all possible alternatives, weighing the
alternatives by considering available resources, making a
choice, enacting a plan, and reviewing the decision.
Learners draw on informed decision-making when they:
● research relevant data to make decisions for class

projects
● ask for expert opinions and interviews
● conduct cost-benefit analysis
● read various texts and information on a topic to gain
different perspectives before making a decision
● identify options for course of action
Adaptive leadership shows the ability to organize people

Adaptive
proactively where they are motivated to achieve tasks
Leadership
effectively. Learners are future leaders of the nation and
must therefore be equipped with the art and skills of
leadership which include resolving conflicts, developing
people, being accountable, and adapting to a complex and
rapidly changing
environment. They must also be morally upright and

ethically grounded.
Learners draw on their adaptive leadership skills when

they:
● make opportunities to develop the talents of others

● set good examples for classmates and peers
● help classmates review for paper and pen tests and
performance tasks
● build camaraderie with peers
● show obedience to teachers and other authorities
Intercultural Intercultural understanding involves learners seeking their

Understanding own culture in order to understand local and global issues,
and engaging in diverse cultures and identities (e.g.,
gender, languages, socio-economic backgrounds, ethnic
groups, citizenship, etc.). Building intercultural
understanding supports learners to recognize
commonalities and
differences, create connections with others, cultivate
mutual respect, and promote human rights, peace, and
non-violence.
Learners draw on intercultural understanding when they:
● participate in cultural activities in school

● listen to the opinions of people from other cultures
● respect religious beliefs and traditions
● help a classmate coming from a different community
adapt to the new environment
● read current events and editorials about other
cultures
Self-Discipline The ability to set goals with tangible and intangible

success criteria requires self-discipline. It is a balance of
short and long-term goals to manage one’s workload
efficiently by controlling impulses and delaying
gratification. This is necessary to manage one’s life in an
organized, industrious manner to give meaning and
purpose in a changing environment.
Learners draw on their self-discipline skills when they:
● choose to eat healthy food

● organize their time to exercise punctuality
● set academic goals and persevere
● work on their assignments diligently
● study and prepare for paper-and-pen tests and
performance tasks
Future Orientation Learners need the ability to consider future developments

and consequences when thinking, making decisions, and
acting, directed towards a more sustainable future. Future
orientation refers to a well-balanced consideration of
society, environment, culture, and economy in pursuit of
an improved quality of life for future generations. Future
orientation allows individuals to envision the needs of the
present without compromising the sustainability of future
generations.
Learners draw on future orientation when they:
● join tree-planting activities

● consider the possible consequences before clicking
in an online platform
● participate in student elections
● show prudence in spending
● save money
Resilience and This refers to the process of constructively moving forward

Adversity or advancing despite adversity or challenges that are not
Management within one’s control. Being resilient allows learners to
adapt with flexibility to new environments, lifestyles,
emerging challenges, or when faced with stressors. It
involves taking a growth mindset, being open to change,
all of which involves profound personal growth.
Learners draw on resilience and adversity management

when they:
● go to school despite difficulties (e.g., geographical,

climatic, economic, etc.)
● exhibit honesty especially with teachers when they
do not understand instructions
● find ways to complete assignments in spite of
possible power failure in the community
● show readiness, awareness, and ability to plan well
when faced with natural calamities (e.g., typhoons,
earthquakes, fires, etc.)
● persevere in finding solutions to problems despite
failures (e.g., complete a task through trial and
error)
Intensified Values Education
The MATATAG K to 10 Curriculum addresses the need to complement the

knowledge and skills development of learners with values development – making
the curriculum more holistic as it strikes a balance between competence and
character. Aside from providing a separate learning area for values formation, as
mandated by RA 11476 or the Good Manners and Right Conduct and Values
Education Act, there is a systematic integration of DepEd core values across all
learning areas with explicit placements in relevant topics and contents in all
grade levels. These are further reinforced by the Whole School Approach
involving home, school and community in the co-curricular and extra-curricular
programs and activities related to values formation. Further, the GMRC and VE
Curriculum will have an increased time allotment for teaching and learning.
Strengthened Peace Education
Peace education, as a transformative paradigm, seeks to change mindsets,

values, and behaviors that have led to direct, structural and other forms of
violence in our society. It intends to build awareness, concern, and action towards
nonviolence, justice, and environmental care (DepEd Memorandum No. 469 s.
2008).
The MATATAG Curriculum will ensure systematic and intentional peace education
integration not only to guarantee that the country will meet the 2030 target but
also to improve the overall quality of education. It ensures that all learners
acquire the knowledge, skills, and attitudes in promoting sustainable
development, human rights, gender equality, the culture of peace and non-
violence, and appreciation of cultural diversity among others.
Other Features of the MATATAG Curriculum
Redesigned Kindergarten Curriculum
The redesigned Kindergarten Education espouses a learner-centered,

learningcentered, integrated, developmentally appropriate, play-based and
nationalistic curriculum that aims to develop holistic learners equipped with
foundational skills, imbued with physical, social, emotional, cognitive, and values
development.
The Kindergarten curriculum presents curricular themes such as Knowing Who

We Are and Our Families, exploring our Community, Appreciating Our Country,
and Caring for Our World, each having an effect on a child’s holistic
development. In addition, the domains of development in the redesigned
Kindergarten curriculum are socio-emotional, values, physical health and motor,
aesthetic/creative, cognitive and language, literacy, and communication.
Moreover, Kindergarten learners are assessed in the class through regular and
continuous observation of their works and performances that showcase their
knowledge, skills, and abilities exhibited during the actual conduct of blocks of
time. Learners are evaluated at the start of the school year using the Philippine
Early Childhood Development (ECD) Checklist, a developmental screening tool
that provides information about the learners’ stage of development and aids the
teacher in identifying any delays.
The Progress Report contains components that are aligned with the learning
competencies from the Kindergarten Curriculum Guide. This will serve as a
checklist to evaluate the overall performance of the learner in every quarter.
Emphasis on the Engineering Design Process
The Science, Technology, Engineering and Mathematics (STEM) are four

interconnected disciplines which offer cross-disciplinary instruction on real-world
applications. Though Science, Mathematics and Technology and Livelihood
Education (TLE) are distinct and separate learning areas, the skills and
competencies are interrelated and cut across subject areas. These learning areas
draw on each other while being taught separately.
The Engineering Design Process (EDP) adopted by the Department includes the
following steps: Empathize, Define, Generate Ideas, Create, and Evaluate. It is
iterative and the process may revert to the previous step at any stage. This
design process is used to come up with solutions to real-world problems and
teaches the learners to innovate. The possible solutions may take many forms
such as a product, a process, a strategy, a response, or a model. The possible
solution is evaluated to see if it works or whether the end-users find it useful and
relevant.
The use of EDP develops several skills such as critical and creative thinking,
problem solving, decision-making, communication skills, ICT literacy, growth
mindset, grit, and self-management. The EDP is also appropriate for learners of
all ages. Young learners can apply EDP on problems within their interest, while
older learners can design solutions for problems in school, at home, and in the
community. Many of the performance standards in the science curriculum employ
the engineering design process to design and build to provide possible solution
to real-world problems.
Merging the Concepts of MAPEH in Key Stages 2 and 3
The Matatag MAPEH Curriculum merges Music & Arts and Physical Education &
Health as two distinct components. The curriculum framework focuses on
developing 21st century Filipino lifelong learners, who are at the center of the
educational approach. The integration of Music & Arts and Physical Education &
Health aims to enhance the skills and competencies of learners in these

components. It emphasizes the importance of music and arts in shaping cultural
identity, creative communication, and multicultural literacy. Additionally, the
framework for physical education and health components promotes the
development of healthy habits and active lifestyles, contributing to the well-
being of individuals and society.
Rationalization of Technical-Vocational-Livelihood Specialization
The learners in Grades 4 to 6 will explore the fundamental home skills (one skill
per component) of the four components of EPP/TLE (Information and
Communications Technology [ICT], Agriculture and Fishery Arts [AFA], Family and
Consumer Science [FCS], and Industrial Arts [IA]). The basic and common
competencies of the four TLE components will be introduced in Grades 7 to 8. In
Grades 9 and 10, selected core competencies will be taken in every sector with
intensified entrepreneurial skills (exploratory by sector). The specializations will
no longer be offered in JHS and will be taken instead in Senior High School.
Redesigned Araling Panlipunan 7 Curriculum
Significant change has been introduced in Araling Panlipunan 7 where vital

content and competencies cater on the Philippine Contemporary History
highlighting its complex relationship in with Southeast Asian societies. The
departure from Asian Studies Ang Pilipinas at Timog Silangang Asya intends to
strengthen our Southeast Asian identity.
By acquainting Filipino learners with their Southeast Asian counterparts while

discussing their history and culture among others. This is a necessary part of the
ASEAN Integration thereby advancing the global citizenship competencies of
the
Filipino learners an essential component of the Southeast Asia Primary Learning
Metrics (SEA-PLM). History lessons, beyond the parochial paradigm, aims to
reinforce the overall goal of the Araling Panlipunan curriculum, that is, to develop
among learners a critical understanding of historical, geographical, socio-
political, and economic issues of the Philippines.
PEDAGOGY AND ASSESSMENT
Curriculum, pedagogy, and assessment are the three equally important aspects
of the teaching and learning process. These educational terms broadly describe
the content of instruction, the processes involved in teaching-learning, and the
assessment of the acquired knowledge and skills of learners, respectively.
Teachers’ understanding of how these three concepts interplay in educational
practice predicts the success of both teaching and learning in the classroom.
Consequently, the Department is equitably putting curriculum, pedagogy, and

assessment as important considerations in designing the educational landscape
for Filipino teachers and learners.
The impact of the COVID-19 pandemic on education is both unprecedented and

widespread in education history, affecting nearly every student in the world
(UNICEF 2020; United Nations 2020). Despite the pandemic’s devastating effects,
it has provided extraordinary opportunities to recalibrate curriculum standards,
alternative learning delivery modalities, and assessment. In response to
emergency situations such as the pandemic, the roles of schools – students,
teachers, administrators, parents, and the community – have pivoted. With the
emergence of the COVID-19 crisis, there is a need for everyone in the school
community to re-align and sustain their roles to better respond to the current
challenges in basic education. The following sections aim to provide an overview
of the changing roles that students, teachers, administrators, parents, and the
community will have to take so that they may contribute to redefining how
curriculum standards should be delivered amid the pandemic. Further, it will
present the pedagogical approaches employed for each learning area, the nature
of the classroom and international assessments, and how pedagogy and
assessment shape the MATATAG Curriculum.
The Changing Role of Schools: Students, Teachers, Administrators,

Parents, Community
Pedagogical modifications have proved to be critical as conventional in-person

classroom instruction does not translate well to a remote learning environment.
Teachers are therefore expected to modify their practices and provide innovative
opportunities for their students to stay motivated and engaged regardless of the
type of learning delivery used (modular, online, TV, radio, blended distance
learning, etc.). Teachers are likewise encouraged to use various strategies to
monitor student learning remotely. Faced with the challenges of remote teaching,
they may utilize high-tech and low-tech approaches to reach out to
parents/guardians and their children and better support their learning progress.
To effectively support the delivery of the curriculum, it is crucial for school

administrators and instructional leaders to provide relevant professional
development activities for their teachers to achieve their full potential in
implementing various remote learning modalities, and in turn, focus on what is
pedagogically effective and appropriate for learners. Likewise, school
administrators and instructional leaders have to provide socio-emotional and
psychosocial support not just for teachers, but also for students and
parents/guardians to ensure their well-being so that they are able to thrive in the
home-based learning set up. Further, school administrators and instructional
leaders ought to continuously strengthen and sustain relationships and

collaborate with education partners and stakeholders in adapting to the demands
of the new curriculum standards and remote learning.
Today's generation of students is much more tech-savvy than previous ones. This
is an educational advantage as current technology provides them with wide and
instant access to a variety of information and learning resources. With the
current pandemic, every household has become a classroom with less interaction
with teachers, consequently obliging learners to be more actively engaged in
their own learning. Learners are encouraged to make well-informed choices
about their own learning progress under the guidance of a teacher. With the
challenges of remote learning, schools would have the discretion of managing
the intense requirements of the curriculum. In doing so, they may start allowing
students to negotiate part of their curriculum instead of requiring all students to
learn the same content on equal levels. Taking off from the lessons of the
pandemic, there will be times when classes may be done remotely where
students are expected to be autonomous in their learning, being able to choose
how they want to learn, where they want to learn, and how they want their
learning to be assessed.
The continuous closure of brick-and-mortar schools and learning centers to

prevent COVID-19 transmission warrants parents to transition themselves into
home-based learning facilitators of their children, particularly for those under
modular learning modality. At present, they have assumed this role as their
children attend school virtually or remotely. Parents and guardians are expected
to constantly communicate with the school through the teachers to be on track in
providing learning support to their children. Through adequate resources and
school support, their success as learning facilitators can be ensured.
It is important to consider the curriculum and its different means of delivery as

evolving depending on the needs and demands of the present time and context.
Along with this, school communities must be able to accommodate changes in
their roles to ensure success in the delivery of education services in general and
the implementation of the curriculum in particular.
With both the present realities and the emerging needs of the future, the
Department is prompted to reshape the basic education curriculum which
demands a new landscape for teaching and learning. Improving the quality of
teaching and learning requires the provision of quality educational opportunities
and experiences to learners. This can be realized by employing effective
pedagogies in the teaching and learning process, which, when consistently
implemented, would result in greater student outcomes across the curriculum.
Section 5.E of the Enhanced Basic Education Act of 2013 (RA 10533) necessitates
the use of pedagogical approaches that are constructivist, inquiry-based,
reflective, collaborative, and integrative. Other important pedagogical

approaches utilized in most learning areas across grade levels are
differentiated instruction, explicit teaching (direct instruction)
approach, experiential learning approach, culture-based instruction, and
technology-enhanced instruction. These pedagogies or their combination
with other teaching approaches shall be used by the teachers to ensure the
development of the 21st century skills of learners.
Pedagogical Approaches for the Different Learning Areas
The MATATAG Curriculum shall maintain constructivist, inquiry-based, reflective,

collaborative, and integrative pedagogical approaches as outlined in RA 10533
and DepEd Order No. 21, s. 2019. The pedagogical approaches discussed in the
Shaping Papers of the different learning areas are rooted in various learning
theories and principles; however, teachers are given the prerogative to employ
other methods and strategies deemed suitable to the lessons and learners'
diverse needs, contexts, interests, and styles.
Choosing and utilizing the appropriate pedagogical approach is vital for

successful learning. Therefore, teachers must be cautious in selecting their
approaches, considering learning goals, styles, subject matter, available
materials, learners' diversity, classroom situation, and context. The chosen
pedagogical approaches should allow learners to develop 21 st century skills,
embody core values, and meet curriculum standards.
The implementation of the recalibrated curriculum and various learning delivery

modalities is not limited to in-person classes. These pedagogies are designed to
enhance the knowledge transfer process from teachers to learners, and between
learners themselves. With adequate support, teachers are expected to be well-
versed in the curriculum content and adapt to the evolving instructional needs
brought about by different learning delivery modalities.
The pedagogical approaches best suited to the acquisition of learning and

development of skills enshrined in the respective curriculum content of each of
the learning areas are anchored on various learning theories and principles.
These pedagogical approaches, as enumerated below, are explicitly reflected in
the Curriculum Framework of each learning area.
TABLE 4
Pedagogical Approaches for the MATATAG Curriculum
LEARNING AREA PEDAGOGICAL APPROACHES

Kindergarten Constructivist, Integrative, Thematic, Collaborative,
Reflective, Play-based Approach
Filipino Cooperative Learning, Discovery Learning, Hierarchical

Learning, Interactive/Integrated Learning
English Integration, Learner-centeredness, Contextualization,
Construction/Constructivist
Reading and Literacy Shared Reading, Guided Reading, Phonics, Vocabulary
Building, Comprehension Strategies such as predicting,
questioning, summarizing, and making connections,
Interactive Read-Aloud activities
Language Oral proficiency in the student’s first language (L1) through
play activities or socialization, idea exchange, and
phonemic awareness; organized discourses and verbal
performances which expose students to different language
forms and vocabulary and which includes academic terms
in L1 across various content areas, associating words with
real objects and pictures as well as spoken and written
texts and symbols
Good Manners and Ethical Decision Making, Social and Emotional Learning,
Right Conduct Career Guidance, Virtue Ethics Theory, Value Ethics Theory,
(GMRC)/ Values Interactive, Experiential, Constructivism, Career
Education (VE) Development Theory
Mathematics Discovery and Inquiry-based Learning, Experiential and
Situated Learning, Reflective Learning, Cooperative
Learning, Constructivism
Science Inquiry-based Approach, Problem-based Learning, Science-
Technology-Society Approach / Contextual Learning,
Multi/Interdisciplinary Approach, Constructivism, Social
Cognition Learning, Learning Style/Differentiated
Instruction, Brain-based Learning
Araling Panlipunan Thematic-Chronological Approach, Integrative, Conceptual,
Research-based Approach, Interdisciplinary and
Multidisciplinary Approach
Makabansa Thematic-Chronological Approach, Integrative, Conceptual,
Research-based Approach, Interdisciplinary and
Multidisciplinary Approach
Edukasyong Pantahanan Entrepreneurial Learning, Authentic Learning,
at Pangkabuhayan (EPP)/ Constructivism, Contextualization, Integrative, Experiential
Learning
Technology and
Livelihood Education
(TLE)
Music, Arts, Physical Music: Multicultural, Integrative,
Education and Health Arts: Child-centered, Hands-on

(MAPEH) PE: Activity-based, Developmentally Appropriate,
Standardbased, Integrative, Inclusive
Health: Culture-responsive, Epidemiological, Health and
Lifeskills based, Holistic, Learner-centered, Preventive,
Rightsbased, Standards and Outcomes-based, Values-based
Given the varied needs of learners and the evolving demands of the times, it is
imperative to also make changes in learning delivery. Teachers must adapt their
methods and strategies to keep learners engaged across all modalities,
continually evaluating and adjusting their practices.
School heads and instructional leaders must provide ongoing professional

development focusing on effective teaching practices, offer timely technical
support to teachers, and encourage their creative freedom in teaching. They
should also foster new partnerships, strengthen existing relationships, and
collaborate with stakeholders and the community to meet the new curriculum
standards and learning delivery demands.
In the modern educational landscape, learners should be tech-savvy, engaged,

selfaware of their learning process, and capable of making well-informed
decisions, thereby promoting independent learning. Schools should prioritize
student autonomy in their learning decisions and methods, make learning more
meaningful by connecting it with real-world problems, and use authentic
assessment methods.
Parents and legal guardians must be prepared to act as learning facilitators,

especially for blended and distance learning, regularly communicating with
schools to understand their children's learning progress and needs. A strong
home-school collaboration culture must be upheld among schools.
The Instructional Design Framework for Kindergarten to Grade 10
RA 10533, which clearly defines the curriculum as learner-centered,

developmentally appropriate, inclusive, hence promoting the use of
constructivist, inquiry-based, reflective, collaborative, and integrative
pedagogical approaches, forms the foundation for the K to10 Instructional Design
Framework.
Figure 4. The Kindergarten to Grade 10 Instructional Design Framework
The following are the key features of the K to 10 Instructional Design Framework:
• It cuts across all learning stages and key stages.

• It emphasizes the learners rather than the process. It enables learners to take
part in making decisions about creating learning activities.
• It gives directions and brings together school administrators, teachers, and
learners in a shared understanding of how to accomplish learning objectives
and discuss and enhance learners' progress.
• It provides flexibility in promoting creativity and collaboration not only among
learners but also among teachers and instructional leaders.
• It is descriptive rather than prescriptive. It outlines the key elements and
considerations in adopting teaching strategies, teaching materials, and the
educational approach required to achieve learning standards.
• It provides the design of instruction and does not direct its procedures. Thus,
the pedagogical approaches and models to be used in instruction will provide
the methods and procedures.
• It serves as a guide for implementing uniformity and consistency in designing
and planning the lesson.
The Four Instructional Principles
The four instructional principles (4Is) for basic education are inclusive, ideational,
integrative, and innovative. These principles aim to promote holistic learning,
lifelong learning pursuit, and equip learners to become informed decision-makers
and productive workforce members.
• "Inclusive" emphasizes creating accessible and meaningful learning

experiences for all learners, regardless of their backgrounds or abilities. It
entails developing culturally responsive materials, providing various modalities
for content access, accommodating learners with special needs, and adjusting
the learning environment to allow multiple learning pathways.
• "Ideational" involves fostering a creative thought process and idea generation

without judgment or criticism. It aims to expose learners to a variety of
potential solutions and discover unexpected idea connections.
• "Integrative" involves combining different elements into a unified whole,

building on learners' prior knowledge, utilizing real-life situations, and
encouraging connections between different concepts and ideas. This principle
aids learners in relating the content to their lives and deepening their topic
understanding.
• "Innovative" explores creative ways of designing and delivering instruction. It

includes the use of emerging technologies, varied teaching methods, and
innovative assessment strategies to ensure a motivating and engaging
learning experience for learners.
The Four Key Aspects of Instructional Design
The 4Cs: context, connection, collaboration, and creativity represent key aspects
of instructional design, impacting the planning, delivery, and assessment of the
teaching and learning process.
• "Context" refers to the background or setting that impacts how learners

understand information. By relating teaching materials to learners' daily life
experiences, context enhances learners' motivation to participate actively in
learning activities.
• "Connection" involves fostering understanding and the development of

transferable knowledge. It aims for students to build robust, flexible
knowledge that can be applied to new problems and contexts.
• "Collaboration" is the cooperative process where students work together to

achieve a common goal. It recognizes students' individual skills and holds
them equally accountable for outcomes or knowledge sharing, preparing them

for lifelong interaction with others.
• "Creativity" encourages learners to use their imagination and critical thinking

to create meaningful expressions of their learning. It promotes the generation
of new ideas and the transformation of existing solutions into more innovative
and sustainable ones.
The Four Essential Facets of Learning
The 4 Es (Engage, Explore, Experience, and Empathize) are crucial

elements for creating effective, engaging learning experiences that aren't strictly
procedural and can occur at any point during a lesson, based on a teacher's
judgment and learnercentric focus.
• "Engage" aims to capture learners' attention and stimulate interest by using

various strategies and techniques that promote active participation. By
creating an emotional connection, it enhances learners' motivation and
willingness to learn.
• "Explore" encourages learners to independently discover new concepts and

ideas. It includes opportunities for learners to experiment, solve problems, or
pose questions, fostering active learning and problem-solving skills.
• "Experience" allows learners to apply their acquired knowledge, skills, abilities,

and attitudes in real-world contexts. Simulations, case studies, and other
practical activities facilitate the transfer of learning to real-life situations.
• "Empathize" encourages learners to understand and connect with the material

they are learning, and to identify their own needs. This component supports
socioemotional learning and helps learners form bonds, improve
communication, and resolve conflicts.
Assessment, Feedback, and Reflection
Assessment in the instructional delivery process is crucial as it gauges the level

of mastery of expected competencies and development of skills according to
learning standards. As outlined in DepEd Order No. 8, s. 2015 or the “Policy
Guidelines on Classroom Assessment for the K to 12 Basic Education Program”,
classroom assessment is an ongoing process, carried out at any point in a lesson,
to gather and interpret data about learners' knowledge and skills. Teachers
should holistically measure learners' abilities, recognizing the diversity of
learners and the need for various ways to measure their potential, and enabling
learners to take part in the assessment process.
Formative assessment, involving real-time feedback for learning adjustment and

selfreflection, is crucial, and learner-to-learner feedback is highly encouraged to
enhance learning experiences and growth areas identification. This formative
assessment helps learners become independent, and capable of managing and
assessing their own learning progress. On the other hand, summative
assessment is conducted at the end of a learning duration or episode to measure
the attainment of learning standards and learners' application of their knowledge
in various situations. The results communicate learners' achievements to them,
their parents or guardians, school heads, succeeding grade teachers, and
guidance counselors.
Feedback is essential information about learners' performance from assessments,

aimed at facilitating their growth and improvement. Feedback can be either
positive or negative but should always be presented in a supportive, respectful,
and constructive manner. It can also come from learners to teachers, informing
them about the effectiveness of their teaching strategies.
Reflection, a critical part of assessment, involves learners identifying areas of

improvement and progress in their learning experiences. It aids learners in
making connections between theory and practice, exploring their experiences'
complexities, and developing higher-order thinking skills. Thus, instruction under
the Kindergarten to Grade 10 Instructional Design Framework effectively helps
learners by utilizing assessment, feedback, and reflection.
It is envisioned that instruction shall utilize all these variables under the
Kindergarten to Grade 10 Instructional Design Framework. All other provisions
stipulated in DO 8, s. 2015 relative to classroom assessment shall remain in force
and in effect.
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Republic of the Philippines

The Enhanced Basic Education Program or K to 12 Basic Education Program is a

As with any curricular reform, however, the K to 12 Program is not without

In pursuing any form of change in the basic education curriculum, it is imperative

MATATAG: Bansang Makabata, Batang Makabansa

The education agenda of the current administration is known as MATATAG:

The MATATAG Agenda has four critical components:

Specific direction of the Department also includes improving the curriculum by

The Demands of the Future in an Ever-Changing World

Living in the 21st century means constant adjustment to rapidly changing

Therefore, an improved curriculum serves as an essential instrument for

To determine if learners are meeting the learning standards; to help provide

Curriculum Review as Basis for the K to 10 Curriculum Recalibration

The Department, through the Bureau of Curriculum Development-Curriculum

Moreover, many teachers identified a mismatch between the prerequisite skills

These findings and recommendations provide significant inputs and directions

III. THE MATATAG CURRICULUM GOALS

LEARNING AREA CURRICULUM GOALS

Kindergarten The redesigned Kindergarten curriculum aims to produce

understanding in diverse social and

Language Learners demonstrate oracy in L1; use oral and visual

culture are related.

The curriculum intends to develop among the learners the

On achieving the outcomes of the curriculum, learners will

Araling Panlipunan Araling Panlipunan is a distinct learning area in the K to 12

the socio-civic competencies i.e. cultural tolerance, respect

nationalistic, and global-oriented Filipinos who are capable

The recalibrated Physical Education and Health curriculum

IV. THE FEATURES OF THE MATATAG CURRICULUM

Focus on Foundational Skills

Reading and Literacy

It employs a transdisciplinary approach in actualizing the learning intent and

Ultimately, Makabansa prepares learners to better understand and appreciate

foundational competencies required for reading literacy and numeracy, which, in

The National Reading Program

The National Reading Program (NRP) is a comprehensive program that aims to

Figure 1. Conceptual Framework of the National Reading Program

The NRP is grounded on the Science of Reading and evidence-based instruction.

methodologies, and techniques, which, in turn, aided by developmentally and

The seamless interfacing with teachers and instructional leaders creates a

The sustainability of a quality National Reading Program requires a meaningful

A policy for the NRP shall be released in a separate issuance.

The National Mathematics Program

Planning for the design, implementation and evaluation of the National

Figure 2. Programming Framework of the National Mathematics Program (NMP)

In this model, each component is described as follows:

• Enabling Policies and Standards

• High-Quality Texts and Materials

• Effective Teachers and School Leaders

• Effective Teacher Coaching and Mentoring

• Continuous Assessments to Inform Instruction

• Regular Practice Outside of School

A policy for the NMP shall be released in a separate issuance.

Redefining the Interplay among Languages in the MTB-MLE Program

The Mother Tongue-Based Multilingual Education (MTB-MLE) is an integral feature

Figure 3. The Language Framework as Introduced in the K to 12 Curriculum

The process of learning multiple languages or the multilingual nature of learning

The language framework espouses a mother tongue-based compound-coordinate

Concomitant with the development of language proficiency, MTB-MLE also aims

Medium of Teaching and Learning